Objective: This study explores the opinions and suggestions of speech and language therapists working with children with special needs regarding assessment, intervention planning, therapy methods and materials, session structure, and family involvement. The study involved 10 therapists (8 females, 2 males) and followed an exploratory sequential mixed-methods design. Qualitative data were collected through semi-structured Zoom interviews and analyzed using content analysis.

Results: Six main themes emerged: (1) assessment processes combining formal and informal methods tailored to individual differences, (2) method selection based on individual characteristics ,(3) therapy planning guided by assessment results, (4) material selection focusing on target skills and minimizing distractions, (5) therapy duration and frequency influenced by family, institutional, and individual factors (typically two sessions per week), and (6) the critical role of family involvement in therapy outcomes.

Conclusion: Therapists emphasized individualized assessment, planning, and method selection, along with the essential role of active family participation. Therapy frequency and structured scheduling were also identified as key factors influencing effectiveness, consistent with existing literature. The findings highlight the importance of flexible, individualized approaches and strong family involvement in speech and language therapy, offering practical implications for clinical practice and future research.

Authors:
Merve Nur Sariyer Temelli̇, Anadolu University, Türkiye
Duygu Büyükköse, University of Anadolu, Türkiye

About the Presenter(s)
Dr Duygu Büyükköse is an Assistant Professor at Anadolu University, Türkiye. Her research focuses on hearing loss, speech and language therapy, language development, and inclusive education.

Connect on ResearchGate
https://www.researchgate.net/profile/Duygu-Bueyuekkoese

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